11
process dimension and knowledge dimension. The two dimensions represent the main educational objectives which are mainly classified as cognitive process as the
learning activity and knowledge as the subject matter. The cognitive process dimension consists of six levels of cognitive processes: remembering,
understanding, applying, analysing, evaluating, and creating. The knowledge dimension consists of four types of knowledge: factual knowledge, conceptual
knowledge, procedural knowledge, and meta-cognitive knowledge. According to Bloom revised taxonomy by Anderson et al. 2001, critical thinking skills refer to
the last three levels of the cognitive process dimension: analyzing, evaluating, and creating claims and arguments.
Table 1: Bloom Revised Taxonomy Table by Anderson et al. Eds., 2001, p.28
The Knowledge Dimension
The Cognitive Process Dimension 1.
Remember 2.
Understand 3.
Apply 4.
Analyze 5.
Evaluate 6.
Create A.
Factual Knowledge
B. Conceptual
Knowledge C.
Procedural Knowledge
D. Metacognitive
Knowledge
In language learning context particularly in reading and writing, critical thinking
is defined from two different perspectives: reader’s perspective and writer’s perspective. From reader’s perspective, critical thinking is defined as
being healthy sceptical in assessing claims and arguments in a text, whether the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
claims are supported by valid-relevant evidences and logical justifications or not Wallace and Wray, 2011. A critical reader must be a sceptical person who
evaluates claims and argument in a text. Therefore, suspension on the writer’s judgement is urgently needed to be a critical reader. Scepticism becomes an
important thing in this perspective. From writer’s perspective, critical thinking is defined as the ability to build
strong claims and arguments with valid-relevant evidences and logical justifications to convince sceptical people Wallace and Wray, 2011. A critical
writer must be careful in making claims and arguments in their writing. Deep analysis must be conducted by a critical writer on a certain issue before he or she
synthesizes and builds a claim and argument on it. Valid-relevant evidences are also important to support claims and arguments with logical justifications. In the
end, the main goal of critical thinking in this perspective is to convince sceptical people through a critical writing with strong and logical claims and arguments
supported by valid-relevant evidences. Written assignment, particularly the term paper assignment, encourages
critical thinking and offers potential for demonstrating critical thinking abilities by students Meyers, 1986. The writing product of the paper assignment is academic
writing in form of argumentative essay. Argumentative essay gives students opportunity to improve their critical thinking skills as a writer by building strong
arguments and justifiable claim with valid, adequate and relevant evidences and justifications. It also gives students opportunity as a reader to be sceptical in a
positive way by assessing other students’ arguments whether the arguments are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
justifiable claim with valid, adequate and relevant evidences and justifications Wallace and Wray, 2011.
There are several criteria of a text in critical writing, particularly an argumentative essay. The criteria are used as the product indicators of students’
critical thinking skills in their critical writing in form of argumentative essay as their learning product. Below are five criteria summarized from the book Critical
Thinking, Reading, and Writing: A Brief Guide to Argument by Barnet and Bedau
2011 and the book Critical Reading and Writing for Postgraduates by Wallace and Wray 2011:
1. Arguable arguments
The essay has sharp-arguable thesis statement which is supported by acceptable arguments, significant counter arguments and counter evidences.
2. Relevant evidences
The arguments are supported by relevant, appropriate, and convincing evidences with persuasive material and statistical data if possible.
3. Particular target audience
The essay is aimed at a particular audience: neutral, sympathetic, or hostile audience on the topic. A good argumentative essay is able to persuade
neutrals to support the claim, reaffirms the sympathetic pros on their stand on the topic, or able to change the hostile cons to support the claim. A good
argumentative essay also uses appropriate language to appropriate audience. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI